Keywords
How to Cite
Abstract
This article examines the role of emotional effects in providing feedback in training. The research was conducted with the participation of 40 students. In addition to studying the psychological mechanisms for establishing feedback in training, the dynamics of various variables during feedback were also examined. During the study, it was observed that changes in students’ motivation, self-assessment, and learning achievements were higher under negative emotional influences compared to positive ones, and a negative correlation was found ($p=0.03$). This fact indicates that feedback undergoes a significant change during positive and negative emotional experiences, and the more long-term these relationships are, the more active the moderator changes become.
References
Jabbarov, R (2021). Psychological issues of formation of socio-cultural values in students. Apuntes Universitarios,: 11(3), julio-setiembre ISSN: 2304-0335 DOI:https://doi.org/10.17162/au.v11i-3.695
Jabbarov, R., Azimzadeh, N., Namazova, G., Abbasova, N., & Guliyev, C. (2024). The impact of mental health on students’ academic performance. South Eastern European Journal of Public Health, 25(S1), 2517-2527.
Jabbarov, R. V. (2018). Researching of dependence between the self-realization and academic achievement of the students from different professional occupations. Dilemas Contemporáneos: Educación, Política y Valore, (2).
Skinner, B. F. (1961). Operant behavior: An experimental analysis.
Thorndike, E. L. (1931). Principles of learning. New York, NY: Teachers College, Columbia University.
Weibell, K. (2011). Principles of learning. Pearson.
Estes, W. K. (1967). Rewards, motivation and learning. Prentice-Hall
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254
Bruner, J. S. (1961). The act of discovery. Cambridge, MA: Harvard University Press. Vygotsky, L. S. (2002). Thought and language. MIT Press.
Brooks, J. G. (1967). The process of learning: New perspectives from research. Prentice-Hall.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research 77(1), 81–112. https://doi.org/10.3102/003465430298487
Lukyanenko, I. (2007). Feedback in educational processes.
Petrushenko, I. P. (1967). Feedback in educational processes.
Bessonov, K.A. (2016). Feedback in pedagogical teacher-student interaction. Juvenis Scientia, 2, 86-89. https://journals.rta.lv/index.php/SIE/article/view/3791
Solovyov, V. A. (1992). Feedback in social communication. Moscow University Press.
Aymyaqa, I.,(2014). Feedback in activity- based learning: Communication and quality.
Vakil, J. R. (2021). Psychological direction of the formation of multicultural values. Revista on line de Política e Gestão Educacional, 620-637.
xДжаббаров, Р. В. О., & Ибрагимова, Х. Н. (2013). О воздействии процесса самореализации подростков на их профессиональную ориентацию. Вектор науки Тольяттинского государственного университета. Серия: Педагогика, психология, (2(13)), 97–100.
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2026 Zeynab Baylarova, Melek Bagirova, Aysun Mammadhasanova, Narmin Mammadova